Lüder Benjamin, Kiss Rainer, Granacher Urs
Division of Training and Movement Sciences, Research Focus Cognition Sciences, University of Potsdam, Potsdam, Germany.
Department of Geriatrics, AGAPLESION Bethanien Heidelberg, Heidelberg University, Heidelberg, Germany.
Front Psychol. 2018 Jun 6;9:912. doi: 10.3389/fpsyg.2018.00912. eCollection 2018.
Due to maturation of the postural control system and secular declines in motor performance, adolescents experience deficits in postural control during standing and walking while concurrently performing cognitive interference tasks. Thus, adequately designed balance training programs may help to counteract these deficits. While the general effectiveness of youth balance training is well-documented, there is hardly any information available on the specific effects of single-task (ST) versus dual-task (DT) balance training. Therefore, the objectives of this study were (i) to examine static/dynamic balance performance under ST and DT conditions in adolescents and (ii) to study the effects of ST versus DT balance training on static/dynamic balance under ST and DT conditions in adolescents. Twenty-eight healthy girls and boys aged 12-13 years were randomly assigned to either 8 weeks of ST or DT balance training. Before and after training, postural sway and spatio-temporal gait parameters were registered under ST (standing/walking only) and DT conditions (standing/walking while concurrently performing an arithmetic task). At baseline, significantly slower gait speed ( < 0.001, = 5.1), shorter stride length ( < 0.001, = 4.8), and longer stride time ( < 0.001, = 3.8) were found for DT compared to ST walking but not standing. Training resulted in significant pre-post decreases in DT costs for gait velocity ( < 0.001, = 3.1), stride length (-45%, < 0.001, = 2.4), and stride time (-44%, < 0.01, = 1.9). Training did not induce any significant changes ( > 0.05, = 0-0.1) in DT costs for all parameters of secondary task performance during standing and walking. Training produced significant pre-post increases ( = 0.001; = 1.47) in secondary task performance while sitting. The observed increase was significantly greater for the ST training group ( = 0.04; = 0.81). For standing, no significant changes were found over time irrespective of the experimental group. We conclude that adolescents showed impaired DT compared to ST walking but not standing. ST and DT balance training resulted in significant and similar changes in DT costs during walking. Thus, there appears to be no preference for either ST or DT balance training in adolescents.
由于姿势控制系统的成熟以及运动能力的长期下降，青少年在站立和行走时同时执行认知干扰任务时，姿势控制会出现缺陷。因此，设计合理的平衡训练计划可能有助于抵消这些缺陷。虽然青少年平衡训练的总体效果已有充分记录，但关于单任务（ST）与双任务（DT）平衡训练的具体效果几乎没有可用信息。因此，本研究的目的是：（i）检查青少年在ST和DT条件下的静态/动态平衡表现；（ii）研究ST与DT平衡训练对青少年在ST和DT条件下的静态/动态平衡的影响。28名年龄在12 - 13岁的健康女孩和男孩被随机分配到8周的ST或DT平衡训练中。在训练前后，在ST（仅站立/行走）和DT条件（站立/行走同时执行算术任务）下记录姿势摆动和时空步态参数。在基线时，与ST行走相比，DT行走时步态速度显著更慢（<0.001，效应量 = 5.1）、步幅更短（<0.001，效应量 = 4.8）、步幅时间更长（<0.001，效应量 = 3.8），但站立时无此差异。训练导致DT步态速度成本（<0.001，效应量 = 3.1）、步幅（-45%，<0.001，效应量 = 2.4）和步幅时间（-44%，<0.01，效应量 = 1.9）在训练前后显著降低。训练并未在站立和行走期间的所有次要任务表现参数的DT成本上引起任何显著变化（>0.05，效应量 = 0 - 至0.1）。训练使坐着时的次要任务表现显著提高（效应量 = 0.001；效应量 = 1.47）。ST训练组的观察到的提高显著更大（效应量 = 0.04；效应量 = 0.81）。对于站立，无论实验组如何，随时间均未发现显著变化。我们得出结论，与ST行走相比，青少年的DT行走受损，但站立时未受损。ST和DT平衡训练导致行走期间DT成本出现显著且相似的变化。因此，青少年似乎对ST或DT平衡训练没有偏好。
